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DIY Science Catapult
DIY Science Catapult How can making a catapult help you prove something that it took mankind millennia to work out? Look at the science behind siege engines in the DIY Catapult! Historical Overview On War Machines and Mangonels One of the problems with warfare throughout history was that enemies had the annoying habit of hiding behind fortifications. The solution: to find a way of beating down, piercing or otherwise destroying part of the wall so as to gain entry. Alternatively, it was equally important to be able to keep others intent on destroying your walls at bay. Enter the one- armed throwing engine. What’s a Mangonel? The Greeks c200 BC referred to these one-armed machines as among numerous devices that could be used by the defence against a besieger’s machinery. People from the Mediterranean to the China Sea developed war machines that operated using the elasticity of various materials. The term catapult is used to describe all of the different types of throwing machines. What you and I know as a catapult is actually a mangonel, otherwise known as an onager. Onager was the slang term derived from the Greek name for ‘wild donkey’. This referred to the way the machine ‘kicks’ when it’s fired. The correct term for the machine is mangonel - derived from the ancient Greek term “manganon” meaning “engine of war”. Historical Evidence There is very little archaeological or historical evidence on the mangonel. However, the Roman, Ammianus, does describe one in his writings, but the proportions of the machine are unknown. There remain some medieval illustrations of the machines and some speculative drawings from the 18th and 19th centuries. -
Army Guide Monthly • Issue #3 (102)
Army G uide monthly # 3 (102) March 2013 Savings Served Up for Bradley Armor Plates Tachanka Hwacha Patria Delivered 1st Batch of NextGen Armoured Wheeled Vehicles to Sweden Micro-robotics Development Furthered with ARL Contract Extension Textron Marine & Land Systems to Build 135 Additional Mobile Strike Force Vehicles Saab Acquires Ballistic Protection Technology Scale Armour Textron Awarded Contract to Produce Turrets and Provide Support for Colombia's APCs US Army Developing New 120mm AMP Tank Round Siege Engine Heavy Tank Medium Tank Tanegashima Super-Heavy Tank www.army-guide.com Army Guide Monthly • #3 (102) • March 2013 Army to change the armor tile box material from titanium to Savings Served Up for Bradley Armor aluminum for more than 800 reactive armor tile sets. Plates "They wanted to change the material for several reasons," said Peter Snedeker, a contracting officer with ACC-New Jersey. "It was easier to manufacture with aluminum rather than titanium, so there would be shorter lead times. Aluminum was also more readily available and cheaper." However, changing a contract isn't a simple matter. The change can't have a material effect on the design, nor can performance be less than what the contract requires. The aluminum must perform just as well or better than titanium to support the demands of the Soldier. When a military contractor approached the Army ACC-New Jersey's technical team performed an with a proposal for significant savings on armor extensive analysis of the change proposal and continued tiles for the Bradley Fighting Vehicle, the impulse to to work with General Dynamics to determine if the quickly go for the savings had to be postponed: The Bradley played such an important role in saving material switch served the form, fit and function lives that keeping a steady flow of contracts was specified in the technical data package. -
Catapults and Trebuchets (Catapulting, Trebuchets and Physics, Oh My!)
Catapults and Trebuchets (Catapulting, Trebuchets and Physics, Oh My!) GRADE LEVELS: This workshop is for 9th through 12th grade CONCEPTS: A lever is a rigid object that can multiply the force of an another object Levers are made of different parts such as the fulcrum, effort arm, and load Levers are made of three classes Data from experiments can be translated into graphs for further study Experiments must be constantly modified for optimum results OBJECTIVES: Create catapult from various components Identify kinetic and potential energy Identify various parts of levers Use deductions made from trial runs and adjust catapult for better results Identify different classes of levers. Collect data from catapult launches and graph results ACADEMIC CONTENT STANDARDS: Science: Physical Sciences 9.21, 9.22, 9.24, 9.25, 12.5 VOCABULARY/KEY WORDS: Lever: a simple machine used to move a load using a board/arm, and fulcrum Fulcrum: the point on which a lever rotates Board/Arm: the part of the lever that force is applied to and that supports the load Force: the effort used to move the board/arm and the load Load: the mass to be moved Counterweight: a weight that balances another weight Kinetic energy: energy of motion as an object moves from one position to another Potential energy: stored energy due to an object’s position or state of matter Trebuchet: a form catapult that utilized a counterweight and sling to throw a load Catapult: a large lever used as a military machine to throw objects COSI | 333 W. Broad St. | Columbus, OH 43215 | 614.228.COSI | www.cosi.org EXTENSIONS AT COSI: Big Science Park: Giant Lever Progress: Identify various levers used in the 1898 portion of the exhibition. -
Inventor Center the Catapult Forces Challenge EDUCATOR’S GUIDE
Hands-On in the Inventor Center The Catapult Forces Challenge EDUCATOR’S GUIDE Complex Spring Catapult, Leonardo daVinci from Leonardo’s Catapults , http://members.iinet.net.au/~rmine/Leonardo.html WHATWHAT’’’’SSSS INSIDE? • Essential Questions • Glossary • Making thethethe Most ofofof Your Visit • Resources • CorrelationCorrelationssss tototo Standards • Activities (Coming Soon) • Facilitation ESSENTIAL QUESTIONS During your facilitated hands-on experience in the Inventor Center: Catapult Forces Challenge , the facilitator will be posing essential questions to your students in two categories: The In- ventive Process and the Science of Catapults and Trebuchets. These questions may also be use- ful for you as a teacher to gain background information as well as for facilitating higher order thinking during class discussions. The Inventive Process Inventor Center encourages students to explore the thrilling process of invention. The Inventor Center includes a series of participatory stations: build, experiment, learn and share. Students will define the problem, build a prototype, experiment with the prototype, learn how well the prototype works (solves the problem), and share their ideas or inventions with others. Who is an inventor? An inventor is someone who uses technology in a new way to solve a problem. An invention is a unique or novel device, method, or process. Inventions are different than discoveries because a discovery is detecting something that already ex- ists. In the Inventor Center everyone is an inventor. What is the inventive process? There are many ways to invent. Most inventive processes consist of four main parts: learning, building, testing (or exper- imenting), and sharing. These four parts of the inventive process can happen in any order. -
Warfare Issuing an Order to Order a Unit to Attack, Select the Attacking Unit and a Legal Defender (See the Order of Battle Below)
Warfare Issuing An Order To order a unit to attack, select the attacking unit and a legal defender (see The Order of Battle below). Attacking The attacking unit makes an Attack test against the target units Defense. Roll 1d20, add the acting unit’s Attack bonus. If the result equals or exceeds the defending units Defense, the attack is successful, move to the Power test. Attacking exhausts a unit. Exhausted units cannot attack. Once all units are exhausted, all units refresh. Power In order to inflict a casualty, you must make a Power test against the target’s Toughness. Roll 1d20, add the acting unit’s Power bonus. If the result equals or exceeds the defending units Toughness, you inflicted a casualty! Decrement the casualty die! Casualties Once a casualty die reaches 1, another casualty removes the unit from the battle. Each unit can be Rallied once at this point. Rally A unit about to be removed from battle can be Rallied. Their commander makes a Morale Test, DC15. If successful, the unit remains in the battle, but cannot be Rallied again. Diminished Once a unit is at half strength (for instance, 3 or less on a D6), if it takes a casualty, it must make a Morale test against DC 15 or suffer another casualty. The Order of Battle All units belong to a Rank specified on their unit card. A unit’s rank determines who they can attack, and who they can be attacked by. There are six ranks; Infantry (incl. Levies). Anyone can attack these units. Archers. -
AVARICE COMBAT RULES VERSION 1.2.2 UPDATED 7/26/21 the Avarice Battle Game Is Designed to Have Easy to Learn Rules and to Feel Competitive
AVARICE COMBAT RULES VERSION 1.2.2 UPDATED 7/26/21 The Avarice Battle Game is designed to have easy to learn rules and to feel competitive. Combat is usually player vs player (PVP) with objective-based scenarios. Points are assigned based on each side’s performance, rewards of in-game resources are awarded accordingly. Combat Marshals dressed in Yellow and Green will be present during all combat encounters to help insure a safe and fair combat. CONTENTS: Introduction........................................................... 1 General Safety Rules............................................. 2 Safety Calls............................................................. 2 Strike Safety........................................................... 3 Weapons................................................................. 3 Hit Points/Hit Zones............................................. 4 Armor..................................................................... 4 Death/Respawning................................................ 4 Healing................................................................... 5 Seige Engines......................................................... 5 Monsters................................................................. 5 Melee Weapon Standards..................................... 6 Bow/Crossbow Standards..................................... 7 Shield Standards.................................................... 7 Armor Standards.................................................... 7 Seige Engine Standards........................................ -
Do Tropical Typhoons Smash Community Ties? Theory and Evidence from Vietnam
Do tropical typhoons smash community ties? Theory and Evidence from Vietnam Yanos Zylberberg∗ Paris School of Economics Preliminary and incomplete draft Abstract In rural economies, risk-sharing arrangements through networks of relatives and friends are common. Indeed, contract enforcement issues impede the development of formal insurance mechanisms. However, after a disruption of the allocative instru- ments of the market, the prerequisites under which informal arrangements are feasible might evolve. I rely on a model of imperfect commitment to derive predictions on the sustainability of risk-sharing arrangements in the aftermath of extreme events. I then test these predictions on a representative panel data in Vietnam, using tropical ty- phoons trails and wind structures. The estimation of a structural equation derived by the theory is compatible with a model of imperfect commitment where the aftermath of natural disasters is associated with stronger enforcement mechanisms at commune level. Allowing for altruistic sentiments or coordination among the members of a community, I find that a resurgence of charity or a higher level of cooperation explain this unexpected result. The influence of pre-disaster social norms and existing ties to prevent disruption of integrative mechanisms in the community gives support to this interpretation. Finally, communities having already suffered important trauma show greater signs of resilience. Keywords: Natural disasters, informal insurance, coordination, imperfect commit- ment. JEL classification: D85, O12, O17, Z13 ∗PhD Candidate, Paris School of Economics, 48 Boulevard Jourdan, 75014 Paris. Phone: (33)1 43 13 63 14. Email: [email protected]. I thank the Joint Typhoon Warning Center, the National Archives and Records Administration, and the Centre for Research on the Epidemiology of Disasters for providing the data. -
Military Technology in the 12Th Century
Zurich Model United Nations MILITARY TECHNOLOGY IN THE 12TH CENTURY The following list is a compilation of various sources and is meant as a refer- ence guide. It does not need to be read entirely before the conference. The breakdown of centralized states after the fall of the Roman empire led a number of groups in Europe turning to large-scale pillaging as their primary source of income. Most notably the Vikings and Mongols. As these groups were usually small and needed to move fast, building fortifications was the most efficient way to provide refuge and protection. Leading to virtually all large cities having city walls. The fortifications evolved over the course of the middle ages and with it, the battle techniques and technology used to defend or siege heavy forts and castles. Designers of castles focused a lot on defending entrances and protecting gates with drawbridges, portcullises and barbicans as these were the usual week spots. A detailed ref- erence guide of various technologies and strategies is compiled on the following pages. Dur- ing the third crusade and before the invention of gunpowder the advantages and the balance of power and logistics usually favoured the defender. Another major advancement and change since the Roman empire was the invention of the stirrup around 600 A.D. (although wide use is only mentioned around 900 A.D.). The stirrup enabled armoured knights to ride war horses, creating a nearly unstoppable heavy cavalry for peasant draftees and lightly armoured foot soldiers. With the increased usage of heavy cav- alry, pike infantry became essential to the medieval army. -
Broadway Dramatists, Hollywood Producers, and the Challenge of Conflicting Copyright Norms
Vanderbilt Journal of Entertainment & Technology Law Volume 16 Issue 2 Issue 2 - Winter 2014 Article 3 2014 Once More unto the Breach, Dear Friends: Broadway Dramatists, Hollywood Producers, and the Challenge of Conflicting Copyright Norms Carol M. Kaplan Follow this and additional works at: https://scholarship.law.vanderbilt.edu/jetlaw Part of the Intellectual Property Law Commons Recommended Citation Carol M. Kaplan, Once More unto the Breach, Dear Friends: Broadway Dramatists, Hollywood Producers, and the Challenge of Conflicting Copyright Norms, 16 Vanderbilt Journal of Entertainment and Technology Law 297 (2020) Available at: https://scholarship.law.vanderbilt.edu/jetlaw/vol16/iss2/3 This Article is brought to you for free and open access by Scholarship@Vanderbilt Law. It has been accepted for inclusion in Vanderbilt Journal of Entertainment & Technology Law by an authorized editor of Scholarship@Vanderbilt Law. For more information, please contact [email protected]. Once More unto the Breach, Dear Friends: Broadway Dramatists, Hollywood Producers, and the Challenge of Conflicting Copyright Norms Carol M. Kaplan* ABSTRACT In recent decades, studios that own film and television properties have developed business models that exploit the copyrights in those materials in every known market and in all currently conceivable forms of entertainment and merchandising. For the most part, uniform laws and parallel industry cultures permit smooth integration across formats. But theater is different. The work-made-for-hire provisions that allow corporations to function as the authors of the works they contract to create do not easily align with the culture and standard contract provisions of live theater. Conflicts arise when material that begins as a Hollywood property tries to make Carol M. -
Chemical Energy And
Unit 6: Energy! From Food to Forces Chemical Energy and LESSON 1 LESSON FOOD CHAIN Unit 6: Energy! From Food to Forces Chemical Energy and LESSON 1 LESSON FOOD CHAIN Food chains and webs show the flow of chemical energy through an ecosystem. From the sun to tertiary consumers. students learn about the transfer of chemical energy and how producers and consumers depend on each other. They also learn scientists classifiy living things based on what they eat. Table of Contents 4 Launch! Sun. Chemical energy passing through the food chain starts with the sun. 6 Chemical Collisions A1: Chemical Energy. Hydrogen and helium are the chemical elements in the sun. 12 Productive Primary Producers A2: Producers. Producers use energy from the sun during photosynthesis. 18 Primary Producer Eaters A3: Primary Consumers. Primary consumers get energy by eating producers. 26 Consuming Critters A4: Secondary Consumers. Secondary consumers get energy by eating primary consumers. 34 Web of Life A5: Food Chains and Webs. Food chains and webs show the transfer of chemical energy in an ecosystem. 50 Tropical Trophic Tiers A6: Energy Pyramid. Scientists show energy transfers from the sun to producers to consumers with trophic levels. Launch! (Sun) SUN! where does chemical energy begin in a food chain? Chemical energy passing through the food chain starts with the sun. Unit 6: Chemical Energy and Food Chain Ready? Materials Nothing to prepare. Sticky notes Pencil Set? • Unit 4-Lesson 1-All Activities: Sun • Unit 6-Lesson 1-Activity 1: Chemical Collisions (Chemical Energy) • Unit 6-Lesson 1-Activity 2: Productive Primary Producers (Producers) • Unit 6-Lesson 1-Activity 3: Primary Producer Eaters (Primary Consumers) • Unit 6-Lesson 1-Activity 4: Consuming Critters (Secondary Consumers) • Unit 6-Lesson 1-Activity 5: Web of Life (Food Chains and Webs) • Unit 6-Lesson 1-Activity 6: Tropical Trophic Tiers (Energy Pyramid) Hawaii Standards Go! SC.K.3.1 Develop Know-Wonder-Learn chart with students. -
SMASH™ Reference Manual ______
Using this manual ___________________________________________________________________________________ Rev #1 - June 1997 - Dolphin Integration 1 SMASH™ Reference manual ___________________________________________________________________________________ Using this manual This documentation is divided in three parts, the User manual, the Reference manual, and Appendixes. The User manual provides a complete description of the menus. The Reference manual provides details about formats, directives, syntax etc. Appendixes provide details about miscellaneous topics. To get a quick overview of the SMASH™ system, read the Chapter 1 - Files, in the Reference manual, which describes the different files that SMASH manipulates, and flip through the User Manual. Many topics can not be described without refering to other topics, so we do not recommend a linear reading of the whole manual. You will probably use the index to go to what you are interested in, and then jump to related subjects. User manual Description of menus This section details the available menus and commands. You will have to refer to this section for “operational” details. Reference manual Chapter 1 - Files An overview of the input and output files in SMASH™. How the netlists are organized, where the simulation results are etc... Chapter 2 - Preferences and conventions An overview of the preference file (smash.ini), and a summary of the general syntax rules and conventions Chapter 3 - Analog primitives The descriptions of the syntax for the analog elements (resistors, transistors etc.) Chapter 4 - Digital primitives The descriptions of the syntax for the digital primitives, together with information about digital simulation. Chapter 5 - Hierarchical descriptions How to build hierarchical netlists (use of subcircuits and modules). Chapter 6 - Analog stimuli Provides a description of the independent voltage and current sources. -
(From the Bigger Geekier Box Rulebook)!
1 The LeasT Funny smash up RuLebook eveR conTenTs Smash Up is a fght for 2–4 players, ages 14 and up. Objective ....................................................2 The Expanding Universe Game Contents...............................................2 From its frst big bang, the Smash Up universe The Expanding Universe.........................................................2 objecTive has expanded until our frst Big Geeky Box How to Use This Book............................................................2 became too small to hold it all! So we took that Know Your Cards! ............................................3 Your goal is nothing short of total global domination! box and made it better, stronger, faster, bigger. Meet These Other Cards! .....................................3 Use your minions to crush enemy bases. The frst Not only does this new box hold all the cards, Setup ........................................................4 player to score 15 victory points (VP) wins! this rulebook holds all the rules as well, or at Sample Setup ................................................4 least everything published up to now, all in one Kickin’ It Queensberry.......................................................... 4 convenient if not terribly funny 32-page package. As the Game Turns / The Phases of a Turn . 5 Game conTenTs The Big Score ................................................6 This glorious box of awesome contains: How to Use This Book Me First! ....................................................................... 6 Awarding